Problem Based Learning using Open Educational Resources to enhance Higher Order Thinking Skills in Physics Learning

Abstract

This research aimed to find out the difference of higher-order thinking skills in terms of learning motivation and ICT literacy between students experiencing PBL (Problem Based Learning) assisted with open educational resources and those experiencing PBL without open educational resources. This research is a quasi-experimental with a pretest-posttest control group design. The population was eighth-grade students. The sampling technique used cluster random sampling. Variables in this research included an independent variable of the PBL model assisted with open educational resources, a dependent variable of higher-order thinking skills, and covariates of learning motivation and ICT literacy. Data collection used tests in the forms of question instruments, learning motivation questionnaires, and ICT literacy questionnaires. The data analysis technique used N-Gain and ANCOVA. The result of the research shows the difference of higher-order thinking skills between students in the experimental class that implemented the PBL model assisted with open educational resources and those in the control class that implemented the PBL model without open educational resources. This can be seen from the average score of the N-Gain test of the experimental class that is 0.35 with a moderate category while the average score of N-Gain of the control class is 0.29 with a low category. Therefore, there is an influence of the PBL model assisted with open educational resources on higher-order thinking skills.